WOMEN IN SOCIETY: ANTH4431/SOCI4431/WMST4931
SPRING 2006: WEDNESDAYS 4-7P.M. – BAYOU BLDG., RM. 1408
INSTRUCTOR: DEEPA S. REDDY
OFFICE: SUITE 2617-2
PHONE: 281/283-3331
EMAIL: REDDY@CL.UH.EDU
OFFICE HOURS: TUESDAYS & WEDNESDAYS, 2-3PM AND 7-8PM (OR BY APPOINTMENT)
My website: http://coursesite.cl.uh.edu/hsh/reddy ○ WebCT: http://courses.cl.uh.edu:8900
Course Description: In this course, we will be concerned with exploring one central question: What is Gender?
and its many components: how is gender culturally defined? How does its definition shape gender roles? In other
words: What is its relationship to culture, class, race, ethnicity, sexuality? How is it deployed in the context of
women’s/feminist, nationalist and other socio-political movements?
Course Objectives: The objectives of this course are essentially threefold: (1) to familiarize students with the
anthropological study of gender, or how the question of gender has been posed within the discipline of
anthropology; (2) to explore and understand gender as fundamentally a cultural construction, but also the impact
of “biology” on shaping cultural difference; and (3) to examine how the “feminine” and “masculine”; “men” and
“women” travel into advertising and marketing, government propaganda, scientific writing, and feminist,
nationalist and other movements.
Course Format: This course will be structured around lectures, discussions and class presentations, all based on
assigned texts and ethnographic films.
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TEXTS & WHERE TO FIND THEM
Louise Lamphere, Helena Ragone, Patricia Zavella (1997) Situated Lives: Gender and Culture in Everyday
Life
Chitra Banerjee Divakaruni (1998) The Mistress of Spices
Jhumpa Lahiri (2000) Interpreter of Maladies
Additional articles required for some class-sessions are available in a binder in Suite 2617. Marked on
your reading schedule as “Course Packet”
Attendance & Participation
Short papers (3)
20%
40%
Final Research Paper
40%
COURSE REQUIREMENTS & GRADING:
Due Date(s)
n/a
Analyses of weekly readings are due in class on the day that
the readings are to be discussed. No late papers accepted.
Monday, May 1
Participation: At the very least, you must regularly attend the class and think carefully about the week’s
readings. Because I intend to run the class as a seminar, not a lecture, your constructive participation is very
important and will be rewarded. Our time together will be devoted to clarifying the reading material and
discussing the many interesting issues raised in the readings. As in any upper-level class, you are expected to
share your thoughts, questions, and concerns about the material with the other members of the class. Active
involvement in class discussion is necessary for a good participation grade.
Short Papers: Students will write three 3-4 page papers through the semester. Each paper must identify and
describe the particular form(s) of discourse addressed in one or more of the day’s assigned readings. What is
being said about women and gender in these analyses? By whom? For what purpose(s)? With what outcomes?
Please note that a summary of the reading will not get you a “4” grade (see my note on grading below) but can, if
it is well done, bring you to a 3.5
You may, if you wish, write a fourth paper and I will accept the three better grades (in other words, drop
the lowest of the three grades).
Papers are due on the day that the readings are to be discussed.
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Final Paper:
Think of your final paper as an independent attempt at discourse analysis, which is what your weekly papers
have also been designed to focus on. Instead of writing on one of the assigned readings, bring an awareness of the
discursive construction of gender* to something else from your daily lives – for instance, an advertisement.
*“the discursive construction of gender” approx. = the ways in which words and other signs are put together to say certain
specific things about men and women
So, for simplicity’s sake, pick TWO magazine advertisements that “use” gender in some way (in their depictions
of men/women/children), and in that seems to define gender or characterize it in some way. Be careful in your
selection of the ads: not all advertisements that depict men or women have a whole lot to say about them – and
you need to make sure you will have enough to discuss. Your chosen ads do not have to be for a product; you
may also pick political or other advertisements, as long as they are topical. Once you’ve selected your ads, ask
yourself:
1.
2.
3.
4.
5.
Who is talking to whom in this ad? Through whose voice(s)? For what purpose?
(If the ads are part of a larger campaign, like the “Got Milk?” series for example, pay attention to how ads may be
“in dialogue” with one-another – in other words, how viewing one ad assumes that you have knowledge of the
others, perhaps addressing different target audiences).
What ideas about gender and culture are being communicated in this ad? In other words, what is being
said about the roles/characters of men and women, races, cultures etc.?
How does the ad work? That is, how does it convey these meanings – through the use of text, images,
visual puns, jokes, etc.? Pay attention both to what is said and what is implied: what assumptions about
gender/culture does the ad require us to make? How does the ad persuade you to purchase a product or
otherwise identify with its message?
Consult a minimum of three academic sources (books and peer-reviewed journals only) to bring some
depth to this analysis. What do these authors have to say about analyzing the language of advertising?
How can you bring this to bear on your chosen example and the discourses of race/gender/medicine/
etc. that are elaborated in the ad? You may use examples from these secondary texts as points of
comparison and/or contrast to your selected advertisement and analysis.
Be aware that you may also need to research and provide an informed commentary on topics related to
your advertisement. Research limited to the specifics of your case may not suffice. Consult me if you have
any questions on this.
Final papers should be a minimum of 8 pages in length.
IMPORTANT DATES:
March 22: Be prepared to bring your chosen advertisement to class, and to discuss it in light of the film we will be
watching.
April 19: If you wish to receive my feedback, be ready to submit first/rough drafts of your final paper to me.
Also, should you wish to have your work reviewed by your peers for suggestions and feedback, make sure you
submit a copy to me (on WebCT only) also by April 19.
April 26: Come to class with a first draft of your final paper in hand. I will not be collecting papers or
commenting on them at this point, but want to make sure you are getting your work done! Failure to complete a
first draft and/or to come prepared to discuss your paper in class at this stage will result in a 5% loss of your
participation grade.
May 1 (Monday): Final papers are due by 7pm.
A NOTE ABOUT GRADING: Your written assignments will be graded on a scale of 1-4 (4=Outstanding; 3.5=Very
good; 3=Fine; 2=Fair; 1=Weak; 0=Incomplete). If you work hard on these assignments and write them well, you
should expect to receive a 3.5; I reserve the 4 for written responses that exceed requirements rather than just
meeting them, that are in some way outstanding.
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COURSE POLICIES
Academic Honesty Policy
As a UHCL student, you are responsible for knowing and observing the University’s standards for academic
honesty, which are set forth in the UHCL Catalog and Section 4.2 of the UHCL Student Handbook (available online
at: http://b3308-adm.cl.uh.edu/PolicyProcedures/studentlife/acadhone.html).
Plagiarism
The most serious breach of academic integrity is handing in others’ work as your own. Any words, phrases, or
sentences taken from another text must be enclosed in quotation marks. Whether you are quoting word for word
or borrowing an idea and putting it in your own words, you must credit your source. You will be given one
warning, and any further instances of plagiarism will be referred to the Dean of Students.
For the mechanics of citation, consult either
. the MLA Handbook for Writers of Research Papers, ed. Joseph Gibaldi, 6th ed. (New York: MLA, 2003), on
reserve and in reference at Neumann Library (LB2369 G53 2003), OR
. The Chicago Manual of Style, 15th edition (University of Chicago Press, 2003), on reserve and in reference at
Neumann Library (Z253 .U69 2003).
Absences
I realize that illness or unforeseen crisis can make attendance impossible. I also know that excessive absences hurt
the class as a whole. Class attendance and your participation are important parts of the educational process in this
seminar. Two absences will pass without mention. Additional absences will lower your final grade. If you are
facing a situation that will result in an inordinate number of absences or an inability to complete assignments on
schedule, please let me know as soon as possible.
Late Assignments
Late papers depreciate by one-third of a letter grade on the first day of lateness, and an additional third of a
grade for every two additional days, weekends included. Weekly papers are not accepted late. In fairness to
all, extra time will be granted for assignments only in exceptional cases. Should you be unable to meet a
deadline, you must make alternate arrangements to hand in the assignment.
Changes to the Syllabus
The dates on the schedule represent my best estimate of the time we will give each text. Dates will change if we
choose to devote more or less time to one of the readings.
Withdrawal
The last date for drops without penalty is listed in this semester's schedule of classes and on the UHCL web:
http://www.uhcl.edu/admissions/. You are responsible for independently verifying that date.
Incompletes
A grade of "I" is granted only when a documented emergency arises late in the semester. An "I" is not an option
for someone who has been behind all semester.
Students with Disabilities
If you have a disability that requires special accommodation, you must:
. talk with the Coordinator of Health Disability Services (x. 2627);
. talk with me and we’ll make all necessary arrangements.
You must do this at the start of the semester, or as soon as possible after the disability is diagnosed during the
semester.
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SCHEDULE OF READINGS
WEEK 1: JANUARY 18
INTRODUCTION & OVERVIEW
WEEK 2: JANUARY 25
EPISTEMOLOGIES
Emile Durkheim, “What is a Social Fact?” in The Rules of the Sociological Method, trans. W.D. Halls (New
York: Free Press, 1982), pp. 50-9. (Course Packet)
George Lakoff and Mark Johnson, Chapters 1-10 of Metaphors we Live by (Chicago: University of Chicago
Press, 1980), pp. 1-51. (Course Packet)
Nancy Hartsock, 1997, “The Feminist Standpoint” in The Second Wave, ed. Linda Nicholson (NY:
Routledge), pp. 216-227 (Course Packet)
See also: http://plato.stanford.edu/entries/feminism-epistemology/
WEEK3: FEBRUARY 1
NATURE/CULTURE
Sherry B. Ortner, “Is Female to Male as Nature is to Culture?” in Woman, Culture and Society ed. Michelle
Rosaldo et al. (Stanford: Stanford University Press, 1974), pp. 67-87. (Course Packet)
WEEK4: FEBRUARY 8
SEX/GENDER
Gayle Rubin, “The Traffic in women: notes on the “political economy” of sex” in R. Reiter ed., Toward an
Anthropology of Women (1975), pp. 157-210. (Course Packet)
WEEK 5: FEBRUARY 15
BLOOD & BIOLOGY
Martin, “The Egg and the Sperm,” in Situated Lives (Chapter 4)
Ragone, “Chasing the blood tie,” in Situated Lives (Chapter 6)
Franklin, “Making Sense of Missed Conceptions,” in Situated Lives (Chapter 5)
WEEK 6: FEBRUARY 22
REPRODUCTION, RE-PRODUCTION
Susan Gal, “The abortion debate in Hungary” in The Gender/Sexuality Reader, ed. Lancaster and di
Leonardo (NY: Routledge, 1997), pp. 122-133. (Course Packet)
Ginsburg, “The “word-made” flesh,” in Situated Lives (Chapter 8)
Lopez, “Agency and constraint,” in Situated Lives (Chapter 9)
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WEEKS 7 & 8: MARCH 1 & 8
WOMEN’S STUDIES WEEK EVENT – MARCH 1
Note: Novelist Chitra Banerjee Divakaruni will be on campus on March 1, as part of Women’s Studies
Week. You are all required to
(1) read the novel assigned for this class, research Divakaruni’s work and life;
(2) attend the Workshop with students in the Forest Room from 5-6pm; AND
(3) attend the Reception & Keynote Lecture from 7-9pm.
Please note that for March 1 only, class will effectively begin at 5pm. Also, since attendance of the
Reception and Keynote lecture extends class time for March 1, please make arrangements accordingly.
Such events are important parts of your education at UHCL, so make sure you get the most out of
them!
TOPIC: GENDER & FOOD IN THE IMMIGRANT EXPERIENCE
Chitra Banerjee Divakaruni, 1998, The Mistress of Spices
Jhumpa Lahiri, 2000, Interpreter of Maladies [selections]
Uma Narayan, 1997, “Contesting Cultures,” The Second Wave, ed. Linda Nicholson (NY: Routledge), 394414. (Course Packet)
Recommended: Rajini Srikanth, Introduction to The World Next Door, Philadelphia: Temple University
Press, pp 1-19. (link to article is on my website)
WEEK 9: MARCH 15
SPRING BREAK
WEEK 10: MARCH 22
GENDER IN THE MEDIA-1
1. Film: Jean Kilbourne, Killing us Softly
2. DISCUSSIONS OF FINAL PAPER TOPICS – BRING YOUR SELECTED MAGAZINE ADVERTISEMENTS TO CLASS.
WEEK 11: MARCH 29
GENDER IN THE MEDIA-2
Susan Bordo, “Hunger as ideology,” in Unbearable Weight: Feminism, Western Culture and the body,
(Berkeley: University of California Press, 1995), pp. 99-138. (Course Packet)
Leith Mullings, “Image, Ideology and Women of Color” in On Our Own Terms: Race, Class and Gender in
the Lives of African American Women. (NY: Routledge, 1997), pp. 109-130. (Course Packet)
WEEK 12: APRIL 5
CAPITALIST IDENTITIES
John D’Emilio, “Capitalism and Gay Identity” in The Gender/Sexuality Reader, ed. Lancaster and di
Leonardo (NY: Routledge, 1997), pp. 169-78. (Course Packet)
Ong, “Spirits of resistance,” in Situated Lives (Chapter 20)
WEEK 13: APRIL 12
GENDER AND LABOR
Melissa Dabakis, “Gendered Labor: Norman Rockwell’s Rosie the Riveter and the discourses of wartime
womanhood” in Gender and American History since 1890 ed. Barbara Melosh (New York: Routledge
1990) pp. 182-206. (Course Packet)
Film: The Life and Times of Rosie the Riveter
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WEEK 14: APRIL 19
NOTE: If you wish to have my feedback on your final papers OR to have your work reviewed by your
peers, submit your first drafts by today!
GENDER IN COLONIAL DISCOURSE
Stoler, “Making Empire Respectable,” in Situated Lives (Chapter 21)
Comaroff, “The Empire’s Old Clothes,” in Situated Lives (Chapter 22)
Moran, “Warriors or Soldiers?” in Situated Lives (Chapter 24)
WEEK 15: APRIL 26
DISCUSSIONS OF FINAL PAPERS
Please come to class with a first draft of your final paper in hand, prepared to discuss it with the class
WEEK 16: MONDAY, MAY 1
ALL FINAL PAPERS DUE; ABSOLUTELY NO LATE PAPERS WILL BE ACCEPTED.
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RESOURCES FOR FINAL PAPER PROJECT:
Scott Lukas' site:
http://www.genderads.com/
See especially the section on how to read gendered ads:
http://www.ltcconline.net/lukas/gender/background/howto.htm
NOTE: YOU MAY NEED TO ORDER THESE THROUGH THE LIBRARY’S INTER-LIBRARY LOAN SERVICE, OR
OBTAIN THEM FROM OTHER AREA LIBRARIES. REMEMBER THAT ALL THIS WILL TAKE TIME – SO PLAN YOUR
RESEARCH ACCORDINGLY!
Barthel, Diane. (1989) Putting on Appearances: Gender and Advertising. Temple University Press.
Entwistle, Joanne (1997) ‘“Power dressing” and the construction of the career woman’, in Nava, M. et al.
(eds) Buy this Book. Routledge.
Marilyn Kern Foxworth. Aunt Jemima, Uncle Ben, and Rastus Blacks In Advertising, Yesterday, Today, and
Tomorrow. Praeger, ISBN 0-275-95184-7
Frith, Katherine Toland. (1998) Undressing The Ad- Reading Culture in Advertising. Peter Lang Publishing.
Goddard, Angela (1998) The Language of Advertising: written texts. Routledge.
Goffman, E. (1976) Gender Advertisements. London: Macmillan.
Goldman, R. (1992) Ch. 6 ‘Commodity feminism’, in Reading Ads Socially. Routledge.
Lazar, M. (1993) ‘Equalising gender relations: a case of double-talk’, in Discourse and Society, 4 (4): 443-65.
Lazar, M. (2000) ‘Gender, discourse and semiotics: the politics of parenthood representations.’ Discourse
and Society, 11 (3): 373-400.
Lutz, Catherine and Jane Collins. (1993) Reading National Geographic. Univ. of Chicago Press.
Kilbourne, Jean. “Beauty… and the Beast of Advertising.” Reading Culture. Ed. Diana George and John
Trimbur. 4th ed. New York: Longman, 2001. 193-196
Malefyt, Timothy deWaal and Brian Moeran. (2003) Advertising Cultures. Berg Publishers Ltd, Oxford.
Myers, G. (1994) Words in Ads. Edward Arnold.
Myers, G. (1998) Ad Worlds: Brands, Media, Audiences. London: Arnold.
Nixon, Sean (1997) ‘Advertising executives as modern men: masculinity and the UK advertising industry
in the 1980s’, in Nava, M. et al. (eds) Buy this Book. Routledge.
William M. O'Barr. Culture and the Ad- Exploring Otherness in the World of Advertising
Westview Press
Romaine, S. (1999) Ch. 9 ‘Advertising gender’, in Communicating Gender: 251-89. Mahwah, N.J.: Erlbaum.
Stern, B. B., & Holbrook, M. B. (1994). ‘Gender and genre in the interpretation of advertising text.’ In
Janeen Arnold Costa (ed.), Gender issues and consumer behavior. (pp. 11-41). Thousand Oaks, CA: Sage
Publications.
Talbot, M (2000) ‘Strange bedfellows: feminism in advertising’. In Andrews and Talbot (eds.) ‘All the
world and her husband’: Women in 20c Consumer Culture London: Cassell.
Thornborrow, Joanna (1998) ‘Playing hard to get: metaphor and representation in the discourse of car
advertisements’, in Language and Literature, 7(3): 254 - 272.
Vestergaard, T. and Schroeder, K. (1985) The Language of Advertising. Oxford: Blackwell. (Chs. 4, 5, 6).
Wicomb, Z. (1994) ‘Motherhood and the surrogate reader: Race, gender and interpretation’, in Mills, S.
(ed.) Gendering the Reader. Hemel Hempstead: Harvester Wheatsheaf.
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